Engaging and retaining quality faculty has always been a challenge for Technical Institutions, specially for core subjects, and moreso for outlying campus or smaller institutions. The matters take graver for low-enrolment courses.
More often than not lower cost/capability Ad-hoc or Guest Lecturers are engaged by colleges to tide over the availability and economic constraints. This short-term measure of sub-par talent poses a long-term implication for student competency, outcomes, satisfaction, and Institutional reputation. While some measures are unavoidable, counter-balancing measures can mitigate or even reverse the negative fallouts.

In the face of rising industry expectations; faculty cost, quality and availability; uneven enrolments; and expanding subject-matter complexity; Institutions are continuously assessing:

• How can Colleges achieve better-learning-outcomes, and higher rankings and grades, even with sub-experienced faculty?
• How can Colleges increase the number of batches per faculty without increasing their workload?
• How can Colleges bring in more automation, more streamlined academic processes, and predictive academic outcomes?
• How Colleges can ensure timely course completion despite ever-expanding syllabus, co-curricular and extra-curricular demands?
• How Colleges can monitor the course progression, and outcomes of faculty sessions?
• How Colleges can aim for outcomes espoused in the new National Education Policy, and NBA Graduate Attribute lists, of subject competency, greater student participation in class, sufficient problem-Solving, and Complex-Problem-Solving skills, better communication skills, and inculcating Self-learning, and Life-long-learning attributes in their student cohorts.

To achieve these and other far-reaching outcomes, Institutes will need to shift their operating model for the selected curriculum from the Traditional-Teaching (chalk-and-talk) model to a future-friendly Flipped-Teaching model.